Activity 2: Analyze the following text very carefully.

Then, complete the table

that follows. This paper purports to assess the linguistic complexity of students’ narratives
and reading texts. However, the authors never stated the purpose behind the study. The
authors provide no motivations and goals for the study, no research questions, no strong
methodological practices, and very few findings that can be easily interpreted. While reading
the study, every new sentence is a surprise. There are no details and the entire paper is
completely under referenced. Below I will discuss some of the major problems with the paper.
First, the authors never provide a rationale for their study. They never give a reason as to why
they are studying reading and writing together and they fail to link the two skills. The authors
assume that the reader knows the narrative and made no attempt to assist them in developing
the narrative of the paper. Another major problem with the paper is the naiveté that is
apparent in the literature review, the methods, and the analysis. The literature review is
perhaps two pages long and boost up on their knowledge of L2 writing and reading theory
before they submit a paper to a professional journal. It is interesting that the language
background of the participants is never made explicit (participants are at the mid beginners to
high beginners level in using English as a second language). The extent to which any results
found in the study would be widely generalizable to what is typically conceived as an EFL/ESL
learner is not clear. Moreover, the authors continually draw on literature meant for an L1
acquisition audience and therefore of dubious extension to L2 contexts. The methods section
contains no details at all. Ten participants per grade level, in a stratified random sample, hardly
seemed enough to get much stable data. Since, there are only ten participants per grade level
on both accredited and non-accredited schools due to logistical constraints; the paper is more
on exploratory study. In other words, it seems a stretch to ask most journal readers to
generalize from such a limited sample from such a specific population. The authors state that
“pupils were not given limits as to time and number of words, for them to be relaxed in their
narrative production” (p.5). However, later the authors explain that those written data also
form the basis of the corpus used for analysis. How does this differential production affect the
results of the analysis? Surely, a participant who produces 1,000 words will have different
results from one who produce 500. It is not clear how the authors can assert any sort of pattern
from linguistic ‘snapshot’ from just 10 students per school, producing such heterogeneous data
samples. Again, from such a modest sample size. What is it? 16 In general, the paper is hard to
read. This likely goes back to the lack of research problems. There are few transitions and,
organizationally, the paper does not set up any expectations for the reader. The first paragraph
is a great example because it contains a single sentence and at least five different clauses. The
final paragraph in the introduction (right before the methods sections) is another example. I
have read that paragraph four times and am not sure how to process it. There are major
problems with this paper, but I do not have a time or the energy to discuss them all. The
authors really need to rethink the purpose of the collected data and educate themselves in the
field of L2 reading and writing. I would highly suggest that the authors reread issues of the
journal of Second Language Writing and Reading in a Foreign Language.
Activity 5: Read and analyze the following literature review very carefully. Then,
complete the table that follows.
Kram (1985) has proposed that mentoring relationships develop and mature over time,
providing different levels of mentoring functions as they progress through a sequence of four
distinct phases: initiation, cultivation, separation, and redefinition. During the initiation phase,
the mentor and the protégé begin initial interactions that involve learning the other’s personal
style and work habits. He described the first six to 12 months of a relationship as characterized
by musings that protégés and mentors providing coaching, challenging work and visibility, the
mentor embodies as fantasized role model with whom the protégé begins to identify and
develops positive expectations about career development. If the relationship matures past the
initiation phase, it then progresses to the cultivation phase, in which career development, role
modeling and psychosocial mentoring functions are proposed to be at their highest. Kram
(1985) further proposed that the emotional bond between the mentor and protégé deepens
and intimacy increases during this phase. This phase may last from two to five years as the
protégé learns from the mentor and the mentor promotes and protects the protégé. Protégés
gain knowledge from the mentor, and the mentor gains loyalty and support of the protégé and
feelings that his or her values, ideas and work habits may be passed on to the protégé during
the cultivation phase. The third phase, separation, involves a structural and psychological
disconnection between the mentor and the protégé when functions provided by the mentor
decrease, and the protégé becomes independent. In the redefinition phase, the mentor and
protégé frequently develop a relationship that is more peer-like, characterized by mutual
support and informal contact. While career and psychosocial functions are less evident,
sponsorship from a distance, occasional counseling and coaching and ongoing friendship
continue. Hay (1995) believes that mentoring process is underpinned by the following
principles: recognizing that people are okay, realizing that people can change and want to grow,
understanding how people learn, recognizing individual differences, empowering through
personal and professional development, developing competence, encouraging collaboration
not competition, encouraging scholarship and What is it? 25 a sense of inquiry, searching for
new ideas, theories and knowledge and reflecting on past experiences as key to understanding.
According to Mackimm, et al (2003) mentoring relationship is a special relationship where two
people make real connection. It is a protected relationship in which learning and
experimentation occur through analysis, examination, reexamination and reflection on practice,
situations, problems, mistakes and successes (of both the mentors and the mentees) to identify
learning opportunities and gaps. According to Yang (2006), mentoring relationships range from
loosely defined, informal collegial associations in which a mentee learns by observation and
example to structured formal agreements between expert and novice co-mentors where each
develops professionally through the two-way transfer of experience and perspective. Whether
the relationship is formal or informal, the goal of mentoring is to provide career advice as well
as both professional and personal enrichment. It is important that the mentor and the mentee
have a clear grasp of the mentoring process for maximum benefits of this special relationship.
For mentoring to be effective, the mentee together with the mentor needs to reflect on the
experiences in school and attempts to understand the experience through analysis and
conceptualization. The individual makes choices based on analyzing the implications. She/he
identifies options, decides on what to do next and undergoes another experience. Mentoring
relationship is classified as formal or informal, and short term or long term (Goodyear, 2006).
Formal mentoring is usually mandatory and institutionalized by the school or agency. The
meetings are determined, monitored and evaluated based on clearly articulated goals and
milestones. Informal mentoring relationship is more spontaneous and springs from the
mentee’s intrinsic desire to become better. The choice of the mentor is based on trust and
confidence. Another type of mentoring is the duration of the relationship which can be short
term and long term. A short term mentoring usually addresses a set of specific needs. Long
term mentoring is based on the broad based goals incorporated in the professional
development career of the institution or agency. Whether the mentoring relationship is formal
or informal, short term or long term, literature proves that mentoring has improved the
teacher’s personal artistry and professional skill in the workplace. Source: (taken from the
research article of Dayagbil, et al.)

Activity 8: Write a research report based on the data below.

Topic : Source: Critical Reading and Writing, Dayagbil, 2016 p. 145 Title : School Drop Outs: Fact
or Fallacy Methodology Research Method: Descriptive method Respondents : Grade 6 students
who stopped schooling Agan Elementary School, a public school in the mountain Barangay of
Zamboanga. Procedure : Visited the homes of students who dropped out Distributed survey
instruments and conducted in- depth interview Results : Students dropped out from school due
to the following reasons: school is very far from home, no money for school needs, too many
assignments, does not like the teacher
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Activity 10: Write a project proposal. Interview the people in the community including the
barangay chairman, counselors, the elderly, mothers, fathers, and the youth regarding the
needs and problems of the community. After the interview, choose one and write a full
blown project proposal.
Activity 13: Write a position paper. Research evidences to support your claim on the issue
provided below.
Should parents limit teenager’s use of Social Media?
Issue
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